Physical Education Essays School Sports

Physical Education Essays School Sports Introduction Physical education has been a central component of the national education system since its first implementation in public schools in the late 19th century. Incorporation of physical activity into schools is believed to offer a range of physical, psychological and social benefits and the National Curriculumcontains policy, based on research by the British Heart Foundation and independent education researchers, for physical education and sport promotion amongst the nations youth. This policy has generally been effective in helping students increase their physical activity levels and meet national guidelines. However, this policy is lacking in some ways and metrics for evaluating the success of the regions physical education programme are somewhat limited. The purpose of this essay is to review existing evidence regarding physical education in schools. The benefits of physical activity for children will first be considered, followed by a review of the National Curriculums policy on physical education. The efficacy of this policy will then be discussed, highlighting any evidence evaluating this relationship. Limitations to existing policy will then be presented, and recommendations for future research and practice will be provided. This essay concludes with a brief summary and outline of key points. Benefits of Physical Activity for Children The UK public education system had upheld a tradition of physical activity promotion within its schools, as well as recognised the multiple benefits of regular exercise on educational outcomes. These beliefs are based on empirical research, of which the benefits of physical activity for health and well-being have been widely documented (see Hills et al., 2011). These benefits appear to impact three broad dimensions of well-being in youth, including physical, psychological and social dimensions (Metcalf, Henley Wilkin, 2012). These three dimensions combine to determine an individuals Quality of Life (QoL), or an individuals subjective standard of happiness and general life satisfaction (Hills, Andersen Byrne, 2011). QoL has become an increasingly targeted outcome variable in public health and medical interventions due to its strong correlation with physical health (Hills et al., 2011). Numerous empirical studies (e.g., Marmot et al., 2012; Metcalf et al., 2012) have demonstrated that improved QoL is associated with reduced disease and illness, as well as reduced healthcare costs associated with treating such conditions. Including physical education in schools has, therefore, been recognised as a productive means of promoting exercise and healthy lifestyle habits from a young age (Hills et al., 2011). A recent review of the health benefits of physical activity and fitness for school-aged youth demonstrated that even moderate amounts of daily exercise led to numerous positive outcomes amongst youth population members (Janssen Le Blanc, 2010). Based on a review of 86 papers yielding 113 intervention outcomes, this study demonstrated that physical activity was associated with moderate-to-strong positive effects on blood cholesterol, blood pressure, metabolic syndrome, obesity, bone density, psychological depression and physical injury (Janssen Le Blanc, 2010). Furthermore, physical activity was associated with a dose-response effect, whereby children who received more exercise experienced greater benefit (Janssen Le Blanc, 2010). Finally, this study demonstrated that exercise of vigorous intensities yielded greater benefits, while aerobic activities were associated with the strongest effect on bone density. Based on these findings, it was recommended that children aged 5 to 17 years old accumulate at least 60 minutes daily of moderate-to-vigorous physical activity (Janssen LeBlanc, 2010). Furthermore, Level 2 students are believed to benefit from even higher exercise intensities, while all children in this age group should continue to include weight-bearing and resistance training activities that promote bone and muscular strength (Janssen Le Blanc, 2010). An increasing body of research has demonstrated the positive effects of more vigorous exercise intensities, and health professionals and sports scientists alike are incorporating high-intensity interval training into their program designs (Janssen Le Blanc, 2010). These findings confirm several previous studies (e.g., Craggs et al., 2011; Metcalf et al., 2012) regarding the positive physical effects of physical activity for physical outcomes, and Janssen and LeBlancs (2010) physical activity recommendations provide more rigorous guidelines than those of the National Health Service NHS (2013). Physical activity is also associated with social benefits that can improve QoL in children (Hills et al., 2011). From an early age, physical activity plays a key role in the socialisation process of young students, who engage in play activities as a means of understanding social dynamics such as observation, modelling, sharing, social reciprocity, social exchange, gender roles and more (Brockman et al., 2011). As children reach later stages of their academic careers, involvement in sports and non-competitive activities serve as a key social outlet for children to continue to understand social processes and develop social skills needed to function in both the academic and professional environment (Hills et al., 2011). Continuing to encourage the play aspect of physical activity appears to be an important means by whichto ensure continued participation and prevent the natural decline in physical activity that typically occurs around the ages of 10 to 11 (Brockman et al., 2011). Finally, physical activity offers psychological benefits, both with respect to general affect and cognitive capacity (Craggs et al., 2011). A recent review of physical activity interventions for American children (i.e., Tomporowski, Lamnbourne Okumura, 2011) demonstrated that consistent exercise of moderate-to-vigorous intensities was effective for promoting emotional and intellectual development. Exercise is particularly effective for enhancing executive functioning (Tomporowski et al., 2011). Biddle and Asare (2011) performed a similar review of physical activity studies with British children, demonstrating that physical activity had strong positive effects on reducing depression, with a small effect shown for reducing anxiety. However, interventions conducted specifically with children from the UK remain somewhat limited, with authors finding just nine interventions that met inclusion criteria (Biddle Asare, 2011). Findings related to improved cognition within these children as a result of physical activity are somewhat inconsistent, although there is some evidence (e.g., Craggs et al., 2011) of improved cognitive performance and academic achievement resulting from physical activity of various modalities. Although the physiological route by which these benefits take place is not fully understood, the effects of exercise on cognitive functioning may result from the release of neurochemicals, such as serotonin and dopamine, that regulate mood and clarify cognitive processes (Craggs et al., 2011). These activities may also enhance self-efficacy for physical activity, an affective state that may transfer to cognitive activities as well (Best, 2010). As technology develops, research is expected to match physical activity designs with benefits (Craggs et al., 2011). National Curriculums Policy on Physical Education Due to the extensive documentation of the benefits of physical activity, the National Curriculum has implemented policy on physical education for more than one century (Bouchard, Blair Haskell, 2012. A new National Curriculum is currently being designed for UK schools that will allow for more flexibility in programme design and offers a slimmer framework (Association for Physical Education, 2014). However, concepts from the former policy will still be incorporated into the new framework, including basic outlines for educational principles at key stages of learning and development. The policy currently segregates physical activity needs for students in Key Stages 1 and 2 versus those in Key Stages 3 and 4 (Gov.UK, 2013). However, the policy recognises that high-quality physical education is needed to promote full psychological, social and physical development, and the National Curriculum encourages engagement in sports and physical activities throughout all stages (Gov.UK, 2013). Furthermore, the curriculum assesses competency in physical activities, rather than just participation, in order to ensure that students know and apply skills learned within physical education courses and incorporates physical activity into their daily lives (Bouchard et al., 2012). At Key Stage 1, the National Curriculum recommends that students develop fundamental movement skills, become increasing competent and confident and access a broad range of opportunities to extend their agility, balance, and coordination, individually and with others (Gov.UK, 2013 p. 1). During this stage, pupils are encouraged to engage in both competition and non-competitive activities and become involved in increasingly challenging activities (Gov.UK, 2013). Finally, pupils within this stage are encouraged to learn basic movement skills that promote coordination and development of general motor programs, participate in team games, and perform activities that require simpler movement patterns (Gov.UK, 2013). At Key Stage 2, the National Curriculum recommends that students continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement (Gov.UK, 2013, p. 1). The National Curriculum encourages students to participate in activities that promote communication, collaboration, and the development of self-monitoring and self-evaluation of skills (Gov.UK, 2013). Additionally, students at this stage are encouraged to increasingly participate in competitive activities, develop flexibility, strength, technique, control and balance and perform activities with more complex movement patterns (Gov.UK, 2013). Comparing performance against peers and national standards is also recommended at this stage (Gov.UK, 2013). Swimming and water safety skills are introduced at Key Stage 1 or Key Stage 2. At Key Stage 3, the National Curriculum recommends that students build on and embed the physical development and skills learned in Key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities (Gov.UK, 2013, p. 1). During this stage, students are encouraged to use a range of different techniques and methods to compete against opponents, continue to improve performance based on peers and national standards, take part in increasingly difficult and novel situations, and engage in non-school sport activities (Gov.UK, 2013). Additionally, educators are encouraged to continue to foster confidence through personal mastery of tasks and improvements in comparison with individual and national standards (Gov.UK, 2013). In Key Stage 4, the National Curriculum recommends that students tackle complex and demanding physical activities (Gov.UK, 2013, p. 1). At this stage, students have generally learned to become more independent and have ideally developed self-monitoring skills to continue to direct their own sport and interest physical activity participation (Gov.UK, 2013). During Key Stage 4, students are taught to develop multiple tactics and strategies to use in competitive situations, continue to master techniques of chosen sports or activities, take part in adventurous activities that require complex decision-making, and take part in both school and non-school-related physical activities (Gov.UK, 2013). This curriculum has guided physical education pedagogy for several years, although recent reform has led to some structural changes that are discussed in more detail below. Efficacy of National Curriculum Policy The National Curriculums policy on physical education draws from contemporary development research and is believed to offer an efficacious guideline for individual schools to follow in their programme designs (Standage et al., 2012). As the 2013 policy has been submitted for revision, the 2014 framework is being implemented to provide even greater freedom and flexibility for schools in their physical education delivery and curriculum model designs (Haerens et al., 2011). According to the Association for Physical Education (2014), this increased flexibility will be even more evident in primary schools, and places a higher level of responsibilityon teachers to be experts in their subject matter and pedagogical approach toward physical education (Association for Physical Education, 2014). Such a policy is hoped to place more power in the hands of educators and schools to include programmes they believe will be beneficial for their student populous. Though the National Curriculum is believed to be an efficacious and thorough policy that allows for individuality and creativityon the part of teachers to understand their own students needs, the effects of this policy remain to be seen. The former policy had previously been criticised for its limited evaluative efforts and sometimes ambiguous effects on key learning outcomes (Evans, 2004). According to a report by Evans (2004), the UKs former policy on physical education contained antiquated concepts regarding the development of physical abilities, and argued that the policy promoted exclusive practices for students less apt toward exercise in some respects. In a 2005 study related to the former UK physical education policy, Fairclough and Stratton (2005) found that physical education for students aged 11 to 14 was effective for increasing physical activity in students who were of high academic ability, while students of low- to moderate- academic ability did not increase their physical activity levels in response to physical education programmes. Thorburn, Jess and Atencio (2011) challenged the common conception that physical education programmes contribute to the well-being of students. Based on a review of Scottish physical education programmes, these authors concluded that individual curriculums often produced contrasting effects in student such as those found in Fairclough and Strattons (2005) research. While high-achieving students appear to benefit from this curriculum, such policy may promote exclusiveness in students of differing academic abilities (Thorburn et al., 2011). As a result, physical education may actually detract from the well-being of marginalised student groups. While studies (e.g., Janssen LeBlanc, 2010; Standage et al., 2012) have demonstrated that increased physical activity has been associated with reduced obesity and increased educational outcomes, the precise relationship between physical education policy and these benefits is less clear. Geyer (2012) criticised former education policy for its strong centralist nature and auditing approach toward education improvements. Therefore, allowing for greater flexibility amongst individual schools to assess needs and design a curriculum that most effectively meets those needs is believed to be a significant improvement over former policy (Geyer, 2012). Additional, more stringent evaluative strategies amongst individual schools may allow for less of an auditing approach toward improving physical education outcomes and more of a proactive approach that anticipates changing needs amongst diverse student groups (Geyer, 2012). Limitations to Existing Policy Though the National Curriculum for physical education is based on evidence and has recognised the widespread benefits of physical activity for UK student population members, some limitations exist that have warranted changes within the new policy. In addition to the lack of evidence regarding its efficacy, as well as the centralised and auditory approach toward addressing improvements in the system, the curriculum has been criticised for a lack of clarity and a lack of awareness by parents and teachers as to how to properly implement existing policy (Haerens et al., 2011). For example, Haerens et al. (2011) showed that many teachers lack a clear understanding of the specific goals and outcomes of the National Curriculum at each Key Stage, or suggest that these outcomes do not match the needs of their particular institution. This limitation will ideally be addressed by decentralising the new curriculum and placing more power of design into the hands of teachers within the UK education system (Geyer, 2012). Additionally, parents have been shown to generally lack awareness about key outcomes associated with each stage of development in UK educational pedagogy (Kirk, 2014). This is unfortunate, as parents play a pivotal role in regulating the extracurricular activities of children, and their involvement in promoting physical activity is crucial to capitalising on the inclusion of physical education in schools (Kirk, 2014). Implementation challenges have plagued previous UK physical education policy, and parents may help overcome this barrier (Zhu, Ennis Chen, 2011).There have been contextual constraints among schools limiting fitness science learning in the academic environment, as well as discrepancies in personal values toward physical education as a key component to a science-based educational program (Zhu et al., 2011). Greater efforts are needed to raise awareness of the benefits of physical activity to parents in order to gain support for its inclusion and continued participation in schools (Zhu et al., 2011). Recommendations The benefits of physical activity for children are clear, and there are obvious societal advantages to promoting regular exercise from an early age (Standage et al., 2012). As the academic environment represents the most optimal setting in which to promote health and physical activity, a National Curriculum that includes physical education is crucial to a healthy and productive society (Kirk, 2014). However, improvements must be made in the individualisation of curricula based on need, as well as efforts to monitor the efficacy of existing policy (Bohn-Gettler Pellegrini, 2014). Finally, greater efforts to improve awareness of policy and the benefits of physical activity, particularly amongst parents, are needed in order to ensure national physical activity guidelines are met (Geyer, 2012). De-centralising the National Curriculum design and providing more flexibility for individual schools to target specific needs is recommended to promote the most effective physical educationprogramme for UK students (Geyer, 2012). Individual schools differ in their physical education needs, and their curriculum designs should reflect this need. Additionally, engaging parents in the design process as well as seeking their support at the school level may be beneficial in ensuring physical activity behaviours are encouraged in the home environment (Kirk, 2014). Finally, more research is needed that tracks key metrics related to the efficacy of new National Curriculum policy (Bohn-Gettler Pellegrini, 2014). For example, the relationship between physical education implementation and academic outcomes, obesity and QoL would all be beneficial in evaluating the efficacy of physical education policy (Hills et al., 2011). Such efforts may also help reduce the auditory approach taken in previous policy and encourage a more proactive physical education curriculum. Conclusion The purpose of this paper was to discuss contemporary issues regarding physical education policy within the National Curriculum. The benefits of physical activity for children were first explored, including psychological, social and physical outcomes. A review of the National Curriculum policy on physical education was then presented, including former policy and new changes within the 2014 revisions. The efficacy of this policy was then considered, as well as the limitations. Finally, recommendations for improving existing policy and increasing physical activity rates were discussed. Based on the evidence presented within this paper, physical activity appears to offer substantial benefits to students and the inclusion of physical education in the National Curriculum has the potential to offer long-term benefits to society. However, some issues regarding assessment, monitoring, decentralisation of design, incorporating parent involvement, and taking a more proactive approach toward improvements will all contribute to improved policy in the future. Implementing more rigorous research and intervention designs will ideally alleviate existing limitations in research surrounding this topic. References Association for Physical Education (2014). National curriculum 2014. [online] Available at: http://www.afpe.org.uk/advice-on-new-national-curriculum. Accessed 14 Oct. 2014. Best, J. R. (2010). Effects of physical activity on children’s executive function: contributions of experimental research on aerobic exercise. Developmental Review, 30(4), pp. 331-351. Biddle, S. J. and Asare, M. (2011). Physical activity and mental health in children and adolescents: a review of reviews. British Journal of Sports Medicine, 45. Abstract only. Available at: http://bjsm.bmj.com/content/45/11/886.abstract. Accessed 14 Oct. 2014. Bohn-Gettler, C. M. and Pellegrini, A. D. (2014). Justice, conflict and wellbeing. New York: Springer. Bouchard, C., Blair, S. N. and Haskell, W. (2012). Physical activity and health 2nd edition. Champaign, IL: Human Kinetics. Brockman, R., Fox, K. R. and Jago, R. (2011). What is the meaning and nature of active play for today’s children in the UK. Int J Behav Nutr Phys Act, 8, p. 15. Craggs, C., Corder, K., van Sluijs, E. M. and Griffin, S. J. (2011). Determinants of change in physical activity in children and adolescents: a systematic review. American Journal of Preventive Medicine, 40(6), pp. 645-658 Evans, J. (2004). Making a difference? Education and ability in physical education. European Physical Education Review, 10(1), pp. 95-108. Fairclough, S. and Stratton, G. (2005). ‘Physical education makes you fit and healthy’. Physical educations contribution to young peoples physical activity levels. Health Education Research, 20(1), pp. 14-23. Geyer, R. (2012). Can complexity move UK policy beyond ‘Evidence†Based Policy Making’ and the ‘Audit Culture’? Applying a ‘Complexity Cascade’ to education and health policy. Political Studies, 60(1), pp. 20-43. Gov.UK (2013). National curriculum in England: physical education programmes of study. [online] Available at: https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study/national-curriculum-in-england-physical-education-programmes-of-study. Accessed 14 Oct. 2014. Haerens, L., Kirk, D., Cardon, G. and De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), pp. 321-338. Hills, A. P., Andersen, L. B. and Byrne, N. M. (2011). Physical activity and obesity in children. British Journal of Sports Medicine, 45 (11), pp. 866-870. Janssen, I. and LeBlanc, A. G. (2010). Review Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7(40), pp. 1-16. Kirk, D. (2014). Physical education and curriculum study (Routledge Revivals): a critical introduction. London: Routledge. Marmot, M., Allen, J., Bell, R., Bloomer, E. and Goldblatt, P. (2012). WHO European review of social determinants of health and the health divide. The Lancet, 380(9846), pp. 1011-1029. Metcalf, B., Henley, W. and Wilkin, T. (2012). Effectiveness of intervention on physical activity of children: systematic review and meta-analysis of controlled trials with objectively measured outcomes (EarlyBird 54). BMJ: British Medical Journal, 345. [online] Available at: http://www.bmj.com/content/345/bmj.e5888. Accessed 14 Oct. 2014. National Health Service (2013). Physical activity guidelines for children and young people. [online] Available at: http://www.nhs.uk/Livewell/fitness/Pages/physical-activity-guidelines-for-young-people.aspx#close. Accessed 14 Oct. 2014. Standage, M., Gillison, F. B., Ntoumanis, N. and Treasure, D. C. (2012). Predicting students’ physical activity and health-related well-being: a prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport Exercise Psychology, 2012(34), pp. 37-60. Thorburn, M., Jess, M. and Atencio, M. (2011). Thinking differently about curriculum: analysing the potential contribution of physical education as part of ‘health and well-being’ during a time of revised curriculum ambitions in Scotland. Physical Education Sport Pedagogy, 16(4), pp. 383-398. Tomporowski, P. D., Lambourne, K. and Okumura, M. S. (2011). Physical activity interventions and childrens mental function: an introduction and overview. Preventive Medicine, 52, pp. S3-S9. Zhu, X., Ennis, C. D. and Chen, A. (2011). Implementation challenges for a constructivist physical education curriculum. Physical Education and Sport Pedagogy, 16(1), pp. 83-99.

how to make a justification report

how to make a justification report Justification Report 1. Introduction I have been appointed as a project manager of MPAG (Mostper Park Automobile Group Ltd) which is a fast growing campany formed by the merger of a number of garages who sell used cars. As the newly formed MPAG, the garages then became dealers for the Average Autos Car manufacturer. Subsequetly, as the business of each garage has expanded to cover the sale of new vehicles, the parts and servicing side of the business has also developed. The primary business of each garage is currently considered to be in car sales; each garage deals in both new and used cars. The used cars held at a particular garage come from a variety of sources; some from customer trade-ins at that garage, some from exchanges with other MPAG garages. Each garage aims to keep a limited number of second-hand cars in stock, depending on current trends within the group as well as local sales patterns. Cars are frequently moved between the five MPAG garages in the Mostper Park Automobile Group to avoid any car remaining on a forecourt for any great period. In addition to used cars, each garage keeps a limited supply of new cars. These are available for customers to test drive or purchase. A record is maintained of all new cars on stock within the MPAG. If a customer requires a particular car and the local garage does not have the desired model or specification, the sales staff can check if another garage in the MPAG has one in stock. If one can be located then a transfer/exchange between garage is aranged by the manager. If not, in the case of a purchase requirement, they can place an order with the Average Autos manufacturer. Although members of the sales staff can take bookings for test drives, the final authorisation rests with the manager of the garage. Each garage has a number of other departments; parts, servicing and administration. The primary purpose of the parts department is in supplying the service department and supporting car sales if any optional extras are required which are not factory fitted. The parts department can also trade with customers directly. The service department at each garage has a variety of functions such as basic car servicing and valet service. A number handle MOTs. The small admin department takes care of staff administration functions. The admin department may also handle booking in cars for the service department and switchboard activities. The company decided to develop an online service and appointed a project manager to control the project. So my first tasks as a project manager would be; choose appropriate agile method in order to develop the solution and manage the project, guide the systems analyst to produce analysis and design documents which help to visualise the project well before the development, and Guide the developer to produce the software which meet all the user requirement. Comparing with last couple of decades, todays Information Technology (IT) manager is under ever-increasing pressure to deliver results in the form of applications that drive improvements to the bottom line even while IT budgets are being significantly slashed. Meanwhile, despite the fall of the Internet economy business environments continue to change at a rapid pace leaving many IT shops struggling to keep up with the pace of change. These changes have led to an increased interest in agile software development methodologies with their promise of rapid delivery and flexibility while maintaining quality. Agile methodologies such as extreme Programming (XP), SCRUM and Feature-Driven Development strive to reduce the cost of change throughout the software development process. So after the discussion of requirement gathering, the methodology will be decided to the above mentioned case study scenario. 2. List of Requirements This is the list of requirements for MPAG written below. The first sets of requirements can be considered as the main/ general requirements for every user without specifying their need. 1. The users should be able to create an account using Sign Up process. 2. Once a customer opens an account, he should be able to login using his user name and password. 3. The customer should be able to see online where the nearest garage is (The geographical location). 4. Then the user requirements are going to be categorized according to their major requirement of the time. After the main requirements, I have categorized the user requirements according to their wants and needs stated below. Service Department 1. Once signed in, the customers should be able to do a booking for their car service. 2. When the car(s) are garaged, the car owner should be able to see the progress online. 3. The customer should be able to store private data, such as VIN or license info, for easy access online. 4. The customer should be able to retrieve the history like the last time a repair was performed, with searchable repair forms. 5. The online profile should allow them to display their vehicle in virtual showroom. Sales Department 1. Once signed in the customers can search for used/new cars using advanced search options like manufacture, made, color, etc for the purpose of purchase before they visit the garage. 2. Once signed in the customers can search for used/new cars using advanced search options like manufacture, made, color, etc for the purpose of test drive before they visit the garage. 3. If the customers choice of car is not available in the nearest garage for purchasing or test drive, they should be able to send a request to the garage to get the specific car as soon as possible. 4. If the garage received the customer requested car from another branch, the customer should be acknowledged by sending an email. Parts Department 1. Customers should be able to search for a specific car part online in general (In the entire garage network) 2. Customers should be able to see a list of garages where a specific car part is available for purchasing. 3. They should be able to order it online, if they wish, as an online transaction so the goods will be delivered to him. Administration Department 1. Administration Department should be able to communicate with all the branch administrations as a network. 2. Handle booking in cars for the service department and switchboard activities. 3. The customers should be able to reach the main administration department for inquiry and customer service purpose. 3. Justification Report on Development Customer service is the best customer retention investment organizations can make. Customers expect immediate response and if dissatisfied can disappear. Therefore I am concluding my decision about the development stage of MPAG as I go in below written explanations considering those key facts. Investment in Business Outsourcing is the most effective way to ensure your customers are getting the response they require without a huge capital investment. The right partner adds value to your customer service program. Managing customer services takes special skills training, administration, systems, sales, creative work, legal assistance, and response and tracking technology. A service bureau, with its large volume of work and varied client base, can attract and retain the top specialists in the field. PROVEN PROCESS The outsourcing approach to customer service solutions is a powerful business model because it allows our clients to focus on their core competencies while allowing EMS to focus on ours customer service. You can concentrate on your business while we maintain and enhance your client base through the management of all types of electronic communications without the expense incurred by in-house, customer care programs. SCALABLE OPERATIONS Its hard to build as you go. The flexibility of a modular and scalable environment allows seamless support of your programs and grows with your needs. A service bureau already has the infrastructure and management team in place, so companies can buy the capabilities they need right now, without paying for what might be needed down the road. TECHNOLOGY PRODUCTIVITY MANAGEMENT Many companies look to outsourcing because its just too expensive to keep up on todays technology treadmill. As a result, powerful new products and services are made available to our clients way before such solutions would be possible under an internal development environment. FLEXIBLITY Outsourcing solutions are ready to be deployed very quickly, providing our clients with a clear advantage in time to market. Outsourcing allows clients to manage the growth of their business and improve customer contact, while we respond to, route and track customer electronic communications. 4. Justification Report on chosen Methodology After doing few research studies, I am coming to the conclusion of using SCRUM as the methodology. The main reasons for my choice of SCRUM can be stated as: Scrum delivers value to the business Scrum helps form high performing teams Scrum helps motivate and focus team members So giving an explanation note to each one of those above motioned facts I would like to start with the most important fact for the project manager: delivering values to the business. Scrum delivers value to the business through: Every iteration the product is ready to ship. Adapt to changing requirements: Short iterations mean that the Product Owner provides frequent feedback. As result there are frequent small course corrections as opposed to massive changes late in the project. Visibility of progress: delivering a working product at the end of every iteration means that the customer, executive sponsors and other interested parties can see the product take shape. They are not surprised six weeks before release. Accurate tracking of how much work is left before release: the combination of the product backlog and the teams velocity means that you tell how much the team will get done by the release date. Lightweight requirements: Since the team is in frequent (preferably daily contact) with the Product Owner, she spends less time writing detailed requirements. Instead she is able focus on making decisions and answering questions from developers. Process improvement mechanism to meet business needs: As business needs change SOX, FDA compliance, through the retrospective the Scrum process can be improved and adapted to meet goals and needs in changing environments. Apart from SCRUM, XP was also a considerable option for this project until I came across that XP is geared toward a single project, developed and maintained by a single team and it is particularly vulnerable to developers who are actually not very good at team working. Because in this project where I am going to be the project manager for MPAG, I would really appreciate the team spirit and gathering around for one motivation. And especially XP will not work in an environment where a customer or manager insists on a complete specification or design before they begin programming and it will not work in an environment where programmers are separated geographically as well which I think is one of the crucial reasons for this project where we definitely have to deal with different geographical locations of garages. And XP has not been proven to work with systems that have scalability issues (new applications must integrate into existing systems) which I think will be a drawback for the future development. So in conclusion, scrum provides a way for the business to maximize its ROI by using iterative development to rapidly create working software. It ensures that the team is always working to deliver the highest priority features which concludes any decision of using SCRUM for this project. Motivation Conclusion Concluding this justification report, so far I have gathered the requirements of MPAG, categorizing them to appropriate departments. Then I have finalized the methodology that I am going to apply for this project and how the development should be carried on. In this stage activities like last debugging, marketing and promotion havent taken place yet as this is the very initial stage I am reporting for. By finishing this activity the project will not be closed. But because of the unpredictability of the software development process its not possible to define exactly when this activity will take place and so the project may take shorter or longer than planned. But by using the controls given by Scrum, the project is now of course in the right route.

The Significance of Family and Kinship Essay example -- essays papers

The Significance of Family and Kinship One of the most important and essential things that everyone must have in order to live a great and joyful life is family. One must follow values to be successful in life, and one must also support their family to keep that success advancing toward the future. In David W. McCurdy’s article, â€Å"Family and Kinship in Village India,† it discusses the significance of how a successful family is formed by tradition, preparation, and patience. The article describes how kinship has the power to arrange marriages successfully, make families unite and assist each other, and teach and help one another agriculturally or economically. According to McCurdy, the main ways that kinship organizes â€Å"Bhil† society in Ratakote, India are the terms used to refer to them, the responsibilities that they have toward one another, and the importance of marrying them off properly. Marriage plays a big role in life for the Bhil’s of Ratakote. The Bhil’s follow their tradition of arranging marriages. They feel that by arranging marriages, both of the families of the bride and groom will benefit in many ways. To them, marriage constructs alliances between the families, lineage, and clans. It also gives social strength and security to the families, and their personal reputations depend on the quality and number of their allied kin. The Bhil parents of the bride and groom in question, must first find out if the other family’s worthy of becoming a part of the sam...

Government and Politics - The Atheist Civil-Liberty Union :: Argumentative Persuasive Topics

The Atheist Civil-Liberty Union      Ã‚  Ã‚   The American Civil Liberties Union has a public agenda, and that agenda appears to be this: to make the United States in all her public manifestations reflect an atheist's view of the nation's founding and continuing existence. Is it item #84 on the ACLU's published agenda that calls for the elimination of "In God We Trust" from our coins? "Under God" must also be torn from the Pledge of Allegiance. The Commandments given Moses must never appear as public symbols. This nation must so thoroughly appear to be atheist in public as to be, in fact, and for all practical purposes, atheist in all public spheres.    The sweet air of liberty must be replaced with an invisible gas that detects, exterminates, and suffocates any breath that would expel a religious word in public life. Publicly, religion must be totally repressed, so that soon only atheists will find the public atmosphere comfortable.    The accommodation this nation long ago reached between believers and nonbelievers must be abandoned. Religion shall be banned from all public appearances under government auspices, until it is totally squeezed down into private life, underground. There, harmless, it can survive as long as it may.    Ideally, some atheists have written and many have heavily implied, religion will perish forever. Its vanishing will free the planet from divisiveness, intolerance, hatred, persecution, and the desire to sweep alternative views from public existence. Secularism, the world's best hope for tolerance, will then rule triumphant, sweetly, having driven its foes from every inch of public existence.    To save the world from intolerance, the ACLU must be rigorously intolerant.    Atheism is a long-term project. It is not completed when one ceases believing in God. It is necessary to carry it through until one empties from the world all the conceptual space once filled by God. One must also, for instance, abandon the conviction that the events, phenomena, and laws of the world we live in (those of the whole universe) cohere, belong together, have a unity. What is born from chance may be ruled by chance, quite insanely.    Most atheists one meets, however, take up a position rather less rigorous. To the big question - Did the world of our experience, with all its seeming intelligibility and laws, come into existence by chance, or by the action of an agent that placed that intelligibility there in the first place?

Comparing The Chrysalids and The Day of the Triffids :: comparison compare contrast essays

The Chrysalids and The Day of the Triffids    _____John Wyndham's science fiction novels, The Chrysalids and The Day of the Triffids, do not focus on incredible and unbelievable developments in technology, as do novels of many of the stereotypical science fiction writers, yet instead focus on how the people; particularly the protagonist, deal with the many uncomfortable situations they are faced in the frightening world of the future.    _____The Day of the Triffids is perhaps Wyndham's best known novel, and tells of explosions in space blinding a large proportion of the population, at the same time as an agricultural experiment goes horribly wrong, and millions of triffids, carnivorous plants, populate every corner of the globe, threatening mankind's very existence. In The Day of the Triffids, Wyndham speculates on many things. He contemplates how the people would deal with wide-spread blindness, and how they would accept the danger of carnivorous plants on the loose - not a contemporary invention, simply basic biology working against us. In his writings he considers how the remaining people of the world would deal with such a situation, that changing situations do require new ways, and what new ways would gain acceptance.    _____Speculation about how people would react widespread blindness is an integral part of The Day of the Triffids. Wyndham considered what the consequences would be; that most of the population would die of starvation because of their inability to carry out normal daily tasks such as buying the groceries and preparing meals without the assistance of a person with twenty-twenty vision, not to mention the overhanging danger of the triffids.    'My dear,' I said. 'I don't like this anymore than you do. I've put the alternative badly before you. Do we help those who have survived the catastrophe to rebuild some kind of life?' (p 103)    Wyndham uses quotes such as that above to allow the reader to consider what the consequences would be, and also to work on the conscience of the receiving character. Wyndham considers how the people of the world would cope in such a disastrous situation with an overwhelming majority of the population being blind, where the small proportion still sighted are relied on by numbers of one thousand to one for the survival of the human race. He focuses on the devotion and responsibility it would take, to in effect, save civilization as we now know it.

Poor nutrition and its effects on learning Essay

Picture yourself very hungry but struck in work, you will be distressed and very hard to concentrate on the job in front of you. If it is the case with us adults, just imagine how it would feel like if you were a five year old girl, sad and hungry just because your parents are not rich enough to feed you daily. This is the situation in most of the under developed and developing countries. This is a reality, and a nightmare in the youth of many children and thereby impacts the learning ability of these poor and destitute future citizens. There is a correlation between nutrition and behavior of brain functioning, that has always been under-researched. Schools have the resources and ability to maintain a pivotal role in making and maintaining our children’s’ learning capabilities and helping them benefit socially by creating resources of healthy food as breakfasts and lunches in the school’s working days. The idea of good nutrition is not limited to birth, Minimum nutritional requirement becomes a necessity right from the moment she is in the mother’s womb. It is regrettable and very sad to say that not every mother who will be conceiving is capable of giving her baby a better start. A teenager who doesn’t apprehend the importance of minimum nutrition, a grownup who has to miss her lunch to spare a few dollars, a pregnant woman who doesn’t feel like eating and doesn’t consume enough vitamins, fats, minerals and nutrients are prone to higher uncertainty of conceiving low weight babies. It is the government’s responsibility to give subsidies on daily cereals, vegetables and conduct camps where people under -the poverty line can have their nutritional requirements met. By providing the nation’s under-paid families and their youth with nutritious food and by making use of the vast farming lands owned by the government to cultivate the essential commodities so that they in turn help prevent malnutrition children by providing nutritious meals, at least once a day. Finally, it can be said that the most prominent of problems that poor face is Malnutrition, and it has been eating up the younger generation and thereby weakening the country. If the government is careful to see that the minimum nutrients are provided as a part of education, the problem can be reduced to a significantly lower stage.

Changing Values in Indian Culture Essay

Teaches moral values in its point of view. But no one is aware of such kind of moral values in The Holy book. For example, how many children’s know the religious thought from their school days! Though school has moulded a good student to the society, they are not considering the student contribution on society. Then how do they know Moral values in their life. Moral values should be taught by school. The Government of India should include the moral value as one of the subject. Then only Moral values will spread over the students. – Nowadays, smoking, hukka parlours, drinking, late night parties, exposure of physical beauty, pubs are considered as status symbols. Persons not doing these things are considered old fashioned or stereo type. Simplicity and etiquettes were things of the past. – People want to earn either by hook or crook. They don’t care if their acts are in agreement with moral values. They can sell their moral values for money because money now buys status. – Everyone knows the dirty game of politics that is being played nowadays. If our â€Å"respected† politicians had good ethical values, they would have not been only concerned with filling their own pockets in place of developing our poor country. – To be religious is now mocked at by most of the people. Instead of learning some good things from â€Å"Satsang†, people enjoy criticizing the Saints. – Chain snatching and horrendous acts like rape are common terms in newspaper and news channels. – Physical appearance is all that matters in a person. Even players are not identified by their runs and goals but by their looks. Thus it will not be an exaggeration to say that morals and values of people are degenerating. I think that moral values of the youngsters of India are degenerating day by day because of our mimicry of the western culture. Moreover we are all aware of the fact that crime against women are increasing day by day. This is because of our narrow mindedness towards  women. Yes most definitely the morals and values of our youth are regressing day by day. How can you argue with me when it is the plain truth? What can you conclude upon seeing a group of teenagers sitting at a restaurant together and instead of talking they are texting on another. Doesn’t it seem obvious to you my dear reader that morals and values are declining as a result of advancing technology. Families stopped visiting and merely communicate via social networks. It is ridiculous. We are slowly but surely falling prey to technology and its about time we get our facts straight. Ponder over it. Our world Is in our hands. We either choose to be victorious or fall victims. Changing Values In Indian Culture Nature Of Indian Culture From ancient times India is known for diversity and prosperity in its Culture. It has one of the oldest civilization and culture in the world. Despite of such diversity Indian culture has the immense power to unite peoples together. There are fifteen national languages recognized by the Indian constitution and these are spoken in over 1600 dialects. With language changing across different parts of country, culture is also diverse. The Culture of India has played a vital role in its civilization. Changing Values We all know that Change is the law of nature. This law is governing almost everything in this universe and so as the Indian Culture. Over Centuries Indian Culture has influenced by a lot of changes and many of them have incorporated in this culture remaining the other features intact. These Changes are more or less like two faces of a coin. Some changes are beneficial for our society and culture, and some others are dangerous. In other words these changes have both Positive and Negative aspects. Changes In Indian Culture that are Positive for Indian Society A few Centuries ago â€Å"Sati pratha† was abolished and â€Å"widow remarriage† was approved. These Changes were the major achievements of Indian Society. These changes have removed the traditions and methodologies which was a curse to all the women and humanity. These Changes were the major revolution in the Indian Society. From that time,changes have influenced a lot to the Indian Society. Now a days, there are many visible changes in our society. Some of them are:- †¢With technology becoming fast and easily portable people of different parts of the world are interacting together. Today they can easily know each other’s culture and tradition.So technology has made this world a smaller place and make the peoples come closer to know each other’s lifestyle and culture. Now a days people of a country are well known about the culture and tradition of other countries and so their knowledge has broaden. Peoples are becoming more independent. They are no more restricted in their own methodologies. New thinking are evolving between society. †¢ Today peoples of our country are moving to other parts of the world for higher education and learning better technology.Now a girl of our country is no more restricted to home,and a woman to a housewife.Things are changing.Girls are also getting opportunities for their better education and lifestyle, same as the boys. Old traditions and wooden customs are changing.These changes are the seeds for the better society where girls and women have the same right as the boys and men have.These changes are empowering our girls and women. †¢In case of marriage the changes are visible.Now a days younger generation chooses their life partner themselves.Traditionally their parents used to find a marriage partner for them.Today If their parents choose a life partner for them then they allow their young ones to spend time with their life partner to understand each other and then perform the marriage ceremony.By doing this they gave their children a better chance to have a better future.So now a days young generation have freedom of choice in contrast with the old culture of Indian society where parents were solely responsible for choosing life partner for their children. †¢A major change that can be sensed in Indian Culture is the change in Indian Cinema.We all know that cinema is the mirror of our society.It clearly reflects the culture and methodologies of our society.Few decades ago Indian cinema was only meant for entertainment.At that times films were of conservative type.But today film makers are moving to the various social issues and giving the Indian cinema a touch of perfection. Films displaying the critical and major issues like terrorism and bogus CBI has already produced.These films teach a lesson to society regarding these issues and its  consequences.Also the films promoting art and music have produced over a few years.Such types of films also encourage new talents and provide new opportunities. Negative Aspects Of Changes In Indian Culture As stated earlier that â€Å"every coin has two face†.So If there are some positives, negatives also lies within. The changes in Indian Culture is also giving some negative consequences. Some of them are discussed below:- †¢With growing technology competition in the market is also rising. People are spending their lots of time in office and at workplace. Consequently they have not much time to spend with their family especially with their children. So nowadays parents have a less time to care for their children in contrast with the old age, where an immense care was given to a child by his family members. So the present generation of children are very much unaware of our Indian Culture. No one is there to make them understand about this. At present this is not a major issue but in future it will be of great concern. No one of us will ever want that our future generation will remain unaware from our Indian Culture. Problem: – Our next Generation will remain unaware about our Indian Culture and slowly they forget it. Solution: – Parents should spend a valuable time with their children discussing about our culture and tradition. Classes should be organized by schools for making them aware of our culture and its value. †¢With the growing demands of the world level of education has also changed. Pedagogy has changed. In old ages learning of a few subjects was enough but nowadays a child has to learn about the different subjects and different areas of concern including present technology and science. So the level of mental stress has increased. In such conditions behaviour of parents act as catalyst. Now a days parents used to impose their desire and dreams on their children. Consequently mental stress rises exponentially leading to the act of suicide and state of depression. Problem: – Mental stress on a child has increased. Solution: – Nature of Pedagogy should be in a way, favourable with children. Parents should not impose their desires and dreams on their children. Every child is special; every child has a special talent. Provide them care and love and help in enhancing their mental strength so that their confidence in  themselves will increase. They need these things because they are the future of our country. How would be our next society and culture largely depends on them. †¢In this world of growing technology, nearness and full of connections it is almost impossible for anyone to remain unaware about the culture following in different parts of the world, especially to our young generation. They are crazy about being modern and in their journey of modernization they are more attracted towards western culture. Regarding this they have accepted some freaky ideas of western culture. Now a days, physical pleasure are preferred by them over mental pleasure in almost every aspect, whether their life is concerned or whether their love. In search of physical pleasure they often commit crime. They are the building blocks of our society and culture. What would happen to our future generations if they themselves solely tend towards western culture? Modernization is necessary but it should be in a way so as to preserve our culture and values. Problem: – Physical pleasure is preferred by our young generation over mental pleasure. Solution: – Parents should take care of their teens. They should restrict their teens up to some extent. Freedom is necessary but it should be in a limit. Parents should also be frank with their teens as like friends. Parents should give lessons to their teens about the consequences of bad habits prevailing in society, and how they can contribute in removing them. They should also make their teens frank with them and their family. Parents should discuss each and every issue of their teen among themselves and should tackle it patiently and smartly. If a proper care is given to them, they can be a responsible Indian in the Future. Conclusion So in past 10-15 years our Indian Culture has changed a lot. These changes were very much necessary for the development of our society. Still we need some changes. A custom or tradition that does not change over time becomes poison for the society. Indian Culture has an immense power to incorporate changes remaining its other values intact. With technologies spreading all over the globe, we should learn different methodologies and cultures from different parts of the world. We should incorporate them in our culture too, but in a civilized way so that we can also preserve our own culture. There are some negative aspects of change in our Indian culture but they can be solved easily if we take them in account seriously. For any Culture to be  strong and society to be developed, the children and the young generation should be strong, mentally, socially, physically, technically and culturally. And if our culture would be strong and society would be developed then, automatically our Coun try will be in the list of developed countries.